@article{oai:naragakuen.repo.nii.ac.jp:00000213,
 author = {高木, 悠哉 and 赤間, 健一 and Takaki, Yuya and Akama, Kenichi},
 journal = {人間教育学研究, Journal for Humanistic Education},
 month = {Dec},
 note = {Abstract：In the past decade, several researchers have proposed some seminal questionnaires that
measure motivational regulation strategies. As a results, motivation regulation seems an important
role during learning and achievement of academic tasks. In spite of these meaningful researches
have accumulated, there have been a few studies that have focused developmental dimension
of motivation regulation strategies. In this study, we collected the acquisition of motivation
regulation strategies across a wide educational period to use retrospective method. Participants
were 192 university students provided self-report when they have started using specific motivation
strategies and why. Results indicated that most of students used self – consequence for punishment
strategy when they were in elementary school. On the other hand, frustration off strategy was
employed when they were high school students. The results, but this was pilot study, provide
specific motivational regulation strategies may be started by specific educational states.},
 pages = {151--158},
 title = {学校段階を基準とした動機づけ始発方略の獲得時期に関する探索的検討},
 volume = {2},
 year = {2014},
 yomi = {タカキ, ユウヤ and アカマ, ケンイチ}
}